Women Supervising and Writing Doctoral Theses

Walking on the Grass

Nonfiction, Reference & Language, Education & Teaching, Student & Student Life, Social & Cultural Studies, Social Science, Gender Studies, Women&, Sociology
Cover of the book Women Supervising and Writing Doctoral Theses by Valerie Adams, Christine Beasley, Lia Bryant, Judith Gill, Katrina Jaworski, Margaret Rowntree, Mary-Helen Ward, Lexington Books
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Author: Valerie Adams, Christine Beasley, Lia Bryant, Judith Gill, Katrina Jaworski, Margaret Rowntree, Mary-Helen Ward ISBN: 9780739182161
Publisher: Lexington Books Publication: April 9, 2015
Imprint: Lexington Books Language: English
Author: Valerie Adams, Christine Beasley, Lia Bryant, Judith Gill, Katrina Jaworski, Margaret Rowntree, Mary-Helen Ward
ISBN: 9780739182161
Publisher: Lexington Books
Publication: April 9, 2015
Imprint: Lexington Books
Language: English

Walking on the Grass brings to life women’s experiences during their doctoral study and the experiences of women who supervise doctoral students. Sensations, reflections, and imaginations emerge through memories, histories, and different ways of narrating academic journeys. This book examines in depth, the emotional and embodied nature of writing, supervising, and inter-subjective learning. It makes visible ethics of care required in that liminal space in which supervisors and doctoral scholars work to shape and give confidence to the becoming academic. The book works through the politics of gender, sexuality, age, class, and ethnicity to understand meanings inherent in doctoral and supervisory relationships, reasons for entering academe, and how academic writing obtains form and content.

The significance of the book is its contribution to understanding academic thesis writing as complex emotional and embodied gendered labor rather than an instrumental activity in which to earn the title of Doctor of Philosophy.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Walking on the Grass brings to life women’s experiences during their doctoral study and the experiences of women who supervise doctoral students. Sensations, reflections, and imaginations emerge through memories, histories, and different ways of narrating academic journeys. This book examines in depth, the emotional and embodied nature of writing, supervising, and inter-subjective learning. It makes visible ethics of care required in that liminal space in which supervisors and doctoral scholars work to shape and give confidence to the becoming academic. The book works through the politics of gender, sexuality, age, class, and ethnicity to understand meanings inherent in doctoral and supervisory relationships, reasons for entering academe, and how academic writing obtains form and content.

The significance of the book is its contribution to understanding academic thesis writing as complex emotional and embodied gendered labor rather than an instrumental activity in which to earn the title of Doctor of Philosophy.

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